Plurilinguismes, paysages linguistiques et constructions identitaires : une approche éducative pluri-située et multi-sites

Abstract

This contribution presents the results of a collaborative set up in Montevideo (Uruguay) by a partnership of elementary school teachers, families, mediators from museums and researchers. This network is engaged in the creation and implementation of a project anchored on an approach to plurilingualism as an asset that highlights the multi-located, experiential and moving nature of knowledge.

In this article, we focus on the multimodal data analysis of three multi-site activities conducted with a group of children aged 6 to 12 to question the possibilities of multi-sites plurilingual collaborative projects in the creation of new experiential learning spaces, at school and on the street. The analysis reveals how participating children and families engage collaboratively and invest their culture capital and plurilingual and pluri-semiotic resources in the reconstruction of their plural identities and in the pluri situated appropriation of their environment.